This Postgraduate certificate in Problem Solving and Mental Calculation in Pre-School Education will generate a sense of confidence in the performance of your profession, which will help you grow personally and professionally”

This Postgraduate certificate focuses on the idea of the Problem from the correct reading of the statement and the correct understanding of it, taking into account the cognitive level of the student of Pre-school. 

This Postgraduate certificate introduces the logical bases of Mental Calculation in Pre-school Education and offers a series of resources such as the Game for calculation in this phase. It also introduces Number Based Learning (NBL) through an educational proposal.

This Postgraduate certificate will allow students to acquire the basic skills for the understanding of the teaching-learning process around the logical-mathematical concepts in Pre-school Education, Problem Solving and Mental Calculation. In addition, it trains the student in Number Based Learning (NBL).

Update your knowledge through this Postgraduate certificate in Problem Solving and Mental Calculation in Pre-School Education”

This Postgraduate certificate in Problem Solving and Mental Calculation in Pre-School Education contains the most complete and up-to-date educational program on the market. The most important features include:

• Development of more than 75 case studies presented by experts in Problem Solving and Mental Calculation in Pre-School Education
• The graphic, schematic, and practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• Latest developments on Problem Solving and Mental Calculation in Pre-School Education
• It contains practical exercises where the self-assessment process can be carried out to improve learning
• Special emphasis on innovative methodologies in Problem Solving and Mental Calculation in Pre-School Education
• Content that is accessible from any fixed or portable device with an Internet connection

This Postgraduate certificate is the best investment you can make in the selection of an updating program for two reasons: in addition to updating your knowledge in Problem Solving and Mental Calculation in Pre-School Education, you will obtain a Postgraduate certificate from TTECH Global University”

It includes, in its teaching staff professionals belonging to the field of Problem Solving and Mental Calculation in Pre-School Education, which brings to this training their work experience, as well as recognized specialists belonging to reference societies and prestigious universities.

Thanks to its multimedia content developed with the latest educational technology, they will allow the professional a situated and contextual learning, that is to say, a simulated environment that will provide an immersive learning programmed to prepare in real situations.

The design of this program is based on Problem-Based Learning, by means of which the student must try to solve the different professional practice situations that arise throughout the Academic program. To do so, they will be assisted by an innovative interactive video system created by recognized experts in the field of Problem Solving and Mental Calculation in Pre-School Education and with great teaching experience.

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Take the opportunity to learn about the latest advances in Problem Solving and Mental Calculation in Pre-School Educationand improve the attention to your students"

The structure of the contents has been designed by a team of professionals from the best educational institutions and universities in the country, who are aware of the relevance of up-to-date, innovative education and are committed to quality teaching using new educational technologies.

This Postgraduate certificate in Problem Solving and Mental Calculation in Pre-School Education, contains the Scientific most complete and up-to-date educational program on the market”

Module 1. Problem Solving and Mental Calculation

1.1. Problem in Pre-school Education

1.1.1. Methodological Considerations
1.1.2. Psychopedagogical Considerations of the Initiation of Problem Idea Representation
1.1.3. What is a Problem?
1.1.4. Psychopedagogical Considerations of the Initiation of Problem Idea Representation
1.1.5. How to Pose Problems in Preeschool?

1.2. Idea of a Problem to be Introduced in Pre-school Education

1.2.1. Why do We Solve Problems?
1.2.2. Perspectives for the Inclusion of Comprehension and Problem Solving in Pre-school Education
1.2.3. Specific Didactic Contract for Problem Solving in Pre-school Education
1.2.4. Most Appropriate Models for Introducing the idea of Problem in Pre-school Education
1.2.5. Reading and Understanding Statements

1.2.5.1. Factors of Understanding Statements

1.2.6. Didactic Variables of the Statements

1.3. Towards a Didactic Approach to the Introduction to the idea of Problem in Pre-school Education

1.3.1. Factors to be Taken into Consideration in the Approach and Resolution of Problems in Pre-school
1.3.2. Learning Logical-Mathematical Concepts Through Problem Solving

1.3.2.1. Heuristic Strategies
1.3.2.2. Technique Most Commonly Used at These Ages for Problem Solving
1.3.2.3. Numerical Strategies

1.3.3. Various Situations for the Teaching of Proposition and Problem Solving
1.3.4. Problem Solving Constituent Elements of a Problem

1.3.4.1. Problems that Serve as Exercises to Practise the Problem Idea
1.3.5.Main Recommendations for Approaching the Problem Idea in Pre-school Education

1.4. Mathematical Value of Stories

1.4.1. Pre-school Learning and Mathematics
1.4.2. Stories and Mathematics
1.4.3. Examples of Stories and Mathematical Learning

1.4.3.1. Logical Development
1.4.3.2. Numerical Development
1.4.3.3. Development of Magnitudes and their Measurement
1.4.3.4. Development of Geometric Thinking
1.4.3.5. Problem Solving

1.5. Logical Basis of Mental Calculation in Pre-school Education

1.5.1. Logical Operations

1.5.1.1. Classifications
1.5.1.2. Relationships of Order

1.5.2. Mental Calculation, Written Calculation and Estimated Calculation
1.5.3. Counting Process
1.5.4. Phases for Learning the Counting Activity

1.6. Informal Arithmetic

1.6.1. Calculation Strategy
1.6.2. Comparison and Equivalence
1.6.3. Composition and Decomposition
1.6.4. Initiation to Operational Activity: Adding, Subtracting, Folding and Distributing

1.7. Mental Calculation in Pre-school Education

1.7.1. Calculation Examples for Pre-school Education
1.7.2. Perform Calculation by Manipulating Material
1.7.3. Calculation Without Material Handling
1.7.4. Proposal for Mental Calculation in Pre-school Education

1.7.4.1. Guessing Game
1.7.4.2. It is Learned by Heart

1.7.5. Mechanics Acquired at the End of Pre-school Education
1.7.6. Resources to Achieve Apprenticeships
1.7.7. Practical Issues

1.8. Resource Bank for Calculation in Pre-school Education

1.8.1. Abacus

1.8.1.1. Description
1.8.1.2. Possibilities for Didactic Use
1.8.1.3. Classroom Didactic Situations

1.8.2. Multibase Blocks

1.8.2.1. Description
1.8.2.2. Possibilities for Didactic Use
1.8.2.3. Classroom Didactic Situations

1.8.3. Cuisenaire Strips

1.8.3.1. Description
1.8.3.2. Possibilities for Didactic Use
1.8.3.3. Classroom Didactic Situations

1.8.4. Domino

1.8.4.1. Description
1.8.4.2. Possibilities for Didactic Use
1.8.4.3. Classroom Didactic Situations

1.8.5. Battle Game

1.8.5.1. Description
1.8.5.2. Possibilities for Didactic Use
1.8.5.3. Classroom Didactic Situations

1.9. Open Calculation Method based on ABN Numbers

1.9.1. What is the ABN Algorithm Method?

1.9.1.1. Quantity and Cardinality of Sets
1.9.1.2. Number Structure and Set Comparison

1.9.1.2.1. Figurative Representation
1.9.1.2.2. Symbolic Representation
1.9.1.2.3. Symbol-Sign Representation
1.9.1.2.4. Representation by Signs

1.9.1.3. Counting Well Over Ten
1.9.1.4. Number Transformations First Operations

1.9.2. Background of the ABN Method
1.9.3. Intuitive Approach vs. Traditional Approach

1.10. ABN Method Activities Proposal

1.10.1. Block 1: Numerical and Cardinal

1.10.1.1. Search for Equivalent Sets
1.10.1.2. Establishment of a Physical Pattern
1.10.1.3. Pattern Sorting
1.10.1.4. Numeric String Start of Counting
1.10.1.5. Subitizing
1.10.1.6. Estimate

1.10.2. Block 2: Number Structure and Comparison

1.10.2.1. Introduction to the Ten
1.10.2.2. Ordering, but not Counting
1.10.2.3. Arrangement of Disordered Sets
1.10.2.4. Interaction of Missing Elements
1.10.2.5. Arrangement with Non-Manipulable Material
1.10.2.6. Comparison of Real Objects
1.10.2.7. Comparison of Figurative Elements

1.10.3. Block 3: Number Transformations

1.10.3.1. Number Transformations
1.10.3.2. Addition with the Number Line
1.10.3.3. Subtraction with Toothpicks
1.10.3.4. Finding the Double with Grid
1.10.3.5. Finding Half with the Number Line

1.10.4. Assessment

An unique, key, and decisive educational experience to boost your professional development”